Leena Bakshi McLean, Ed.D’s Post

Meet a 16-year-old creator building STEM projects and sharing them on YouTube. (Check out the channel: https://lnkd.in/dwY6rcNZ ) It’s inspiring to see a teenager not just applying but modelling ideas and sharing progress with peers. At the same time, it reminds us when and how technologies should enter STEM learning. What this 16-year-old shows us: They experiment They use technology They shift between disciplinary with ease. They take their interest to multi-segment While learners do their part, a non-collaborative approach within faculty can sometimes prevent similar gifted students from reaching their full potential. When learner finds a curriculum subject or two, less interesting than their favorites, STEM curriculum integration into mainstream can effectively address this - by leveraging technology & tools. A non-collaborative approach among faculty will undermine the interdisciplinary aspect of STEM and will hinder STEM curriculum integration into mainstream. In our framework at Effectual Learning we discuss about 4 disciplinary pillars Sciences, Technology, Engineering and Mathematics through the Interdisciplinary lens. The core idea: AI and digital tools to be introduced to amplify reasoning, creativity and human-purpose. Dr. Martha Umana Fengchun Miao #AIinSTEM #FutureOfEducation #EffectualLearning

GRIFE Young Scholar Seminar Series III 🤗 😁 We are delighted to invite you to the GRIFE Young Scholar Seminar Series III, titled " Can Drone Technologies and GenAI-Enhanced Simulations Transform Cross-Disciplinary STEM Learning?  ”. This presentation investigates the transformative potential of a drone-integrated STEM curriculum supported by GenAI-assisted simulations and guided inquiry-based learning. Implemented through a Design-Based Research approach, the project began with a pilot in three schools and was refined based on student responses and instructor feedback. The revised 12-hour program was then scaled to 227 secondary students across 14 Hong Kong schools. To address conceptual abstraction, safety, resource limitations, and coding fluency, we co-developed 11 interactive simulations using GenAI chatbots to translate pedagogical strategies into web-based tools. These simulations, grounded in a hybrid intelligence framework informed by the AI-TPACK model, complemented physical quadcopter experiences and enabled multi-, inter-, and trans-disciplinary integration under instructor guidance. 💁♂️ Comparative analysis across both phases revealed improved student outcomes in STEM knowledge, 21st century skills, and computational thinking, alongside heightened engagement and collaboration. Teachers reported enhanced instructional clarity and accessibility. Drawing from this experience, a comprehensive teaching package — recently published as Innovative STEM Curriculum: Drones and GenAI Simulations in Action – Guiding Principles and Teaching Materials — was developed and disseminated to frontline educators and researchers to further promote curriculum innovation using cutting-edge technologies. 💥 Please register from the following link for online participation! 🌻 Date and time : 1 December 2025 (Monday) 11:30am – 12:30pm Hong Kong time 🎈 Register link : https://lnkd.in/ercJFu9s 🌻 Moderator: Professor Bill Chi Ho YEUNG, Dean of Students; Associate Head (Teaching and Learning) of Department of Science and Environmental Studies, The Education University of Hong Kong 🌻 Speaker : Mr. Richard Chung-yiu YEUNG, PhD Candidate, The Education University of Hong Kong 🌻 Zoom : To be provided after registration

"The Institute for Research in Schools created the Research and Innovation (R&I) Framework to help schools to integrate R&I into their science, technology, engineering and mathematics (STEM) culture and to build students’ science capital (Archer et al., 2015; Moote et al., 2021)... This community facilitated discussion promoted the sharing of resources and helped project leads to build relationships with local universities and STEM employers, as well as museums and science centres. This led to a broad range of interventions, as well as lasting relationships, to advance STEM education in the schools... This study emphasises the vital role of school leaders in communicating an evidence-based vision and facilitating collaboration to build a whole-school commitment to and understanding of STEM." Alison Rouncefield-Swales and colleagues from 'IRIS' write in Chartered College of Teaching's 'Impact' journal. autumn 2025 issue: https://lnkd.in/exspgFhZ

The Department for Education announces reforms to the national curriculum - a major opportunity to strengthen science and computing education across England. At STEM Learning, we welcome these changes and stand ready to support their delivery. With over 20 years of experience driving STEM education reform in partnership with government, schools, and industry, we are committed to making this vision a reality for every learner. Key highlights for STEM include: ✔️ A statutory entitlement to triple science at GCSE, a significant step, but one that must be backed by targeted support to ensure equitable access ✔️ A broader, future-facing computing GCSE, including AI and emerging tech ✔️ Exploration of a new data science & AI qualification for 16-18-year-olds ✔️ A wider focus on climate education, citizenship, media literacy, enrichment and oracy But ambition won’t be enough without action. Schools are already under pressure, STEM teacher shortages persist, and inequalities in access endure. That’s why any reform must be backed by sustained investment, workforce support and targeted intervention. Here’s how STEM Learning is already making a difference: ✔️ Evidence-informed STEM CPD for teachers at all phases, with targeted support for non-specialists. Leading the government-funded Subject Knowledge for Teaching Physics programme, designed to strengthen confidence and capability in high-need areas ✔️ Supported over 700 schools through the Triple Science Support Programme, widening access to disadvantaged communities ✔️ Delivering the National Centre for Computing Education - reaching thousands of teachers and improving computing outcomes nationwide ✔️ 30,000+ STEM Ambassadors bringing real-world inspiration to young people Reform is a shared endeavour, one that depends on collaboration between government, schools, industry and support organisations. STEM Learning is ready to play its part in ensuring these reforms are inclusive, sustainable, and impactful. (Read our full response in comments) #Teachers #NationalCurriculum #EducationForAll

'We should avoid false divides: no learner should feel they have to choose between being “creative” or “a scientist.” STEM and the arts can, and should, work together to empower young people to shape the future.' - STEM Learning UK ❤️

‘Every learner, regardless of background, deserves the chance to thrive in science - and that will only happen if we support teachers to deliver it with confidence and depth.’ Read STEM Learning UK’s response to the Curriculum and Assessment Review below ⬇️

Although I love the work of my former employer, the issue is deeper. The education system assumes the mantra that “all teachers are equal”; they are not. I’m a Physicist. If I was asked to teach PE, I could do it in a heart beat. But if you ask a PE teacher to teach Physics; they’ll struggle. This is substantiated by the fact that PE teacher training is over subscribed whereas we still struggle to get Physicists to come into teaching. The fact that we are getting rid of the ‘Science’ label is a positive thing. But, until you introduce differential pay, whatever STEM Learning UK might offer or say, it won’t make a blind bit of difference because they work within the ‘Status Quo’ of the education ecosystem.

How can you build a culture of inventiveness in your classroom to engage all students in STEM topics? Educator Doug Scott, in collaboration with PBS NewsHour Classroom, spoke to DailySTEM.com founder and Michigan educator Chris Woods to provide some answers. During their conversation, Woods shared that his STEM curricula emphasizes curiosity, creativity, and connection. He believes in exploring STEM in our everyday lives — including in our neighborhoods and our communities — and making sure every student has the opportunity to become a problem solver. “We’ve got to find a way to make STEM happen for every kid, every classroom, every day,” said Woods. Watch the Educator Chat PBS NewsHour for more invention education tips. #EducatorVoices #STEM #InventionEducation #K12 #Invention https://lnkd.in/enreVYM2

Some of the biggest impacts from informal STEM programs aren't on the kids - it’s on the college students who lead them. In our Mobile Making afterschool program, local youth design, build, and explore through Maker-based STEM activities. But just as powerful is what happens for our undergraduate facilitators - they’re learning to teach, communicate, and lead. A recent AAAS ARISE blog post from collaborators Ali Hanson, Myung Shin, and Amaya De Vore at CSU Fresno captures how afterschool STEM programs can prepare future teachers while inspiring the next generation of makers and scientists. Check it out here Preparing Future Teachers for STEM: The Mobile Making Afterschool Program https://lnkd.in/giZZDiM3 #STEMEducation #InformalLearning #AfterSchoolSTEM #CRESE #CSUSM #STEMOutreach #SanDiegoEducation

🌟 Helping Students Discover STEM Careers Starts Early How do we prepare middle schoolers to see themselves in the future STEM and computer science workforce? Across the country, educators are using eDynamic Learning’s 12 STEM and Computer Science courses and 16 Learning Blade missions to introduce students to 100+ real-world careers — from coding to clean energy, robotics to healthcare innovation. Here’s what educators are saying 👇 “We have found Learning Blade to be a strong career exploration tool for our middle school students. Its engaging and interactive activities, alignment with standards, and user-friendly design makes it an ideal tool for introducing students to STEM careers. This is a valuable resource.” – Margie Vandeven, Commissioner of Education (Missouri) “As a 6th and 7th-grade computer science teacher... Before I had to pick and choose appropriate websites for students to research careers they were interested in. Learning Blade includes them all and it has allowed me to be more present with the students while they were doing their research, instead of me always trying to keep up with the pre-setup.” – Julie Carver, Computer Science & Engineering Teacher (Arkansas) 🎥 If you missed our recent webinar "STEM Education: Building the Workforce of Tomorrow" you can catch the on-demand session here: https://lnkd.in/eJUTYeq8 Let’s help students see the possibilities that exist when learning connects to purpose. #STEMEducation #CareerExploration #MiddleSchoolEducation #CTE #FutureOfWork #eDynamicLearning